ERIC Number: ED437838
Record Type: RIE
Publication Date: 1999-Mar
Teaching ESL as Policy or Humanitarian Effort: A School District Case Study.
Burningham, Lisa A.
This case study explores language policy and planning regarding language minority students as they affect administrators and teachers. Two research questions are discussed: (1) What are the ideologies influencing administrative decisions concerning alternative language planning? and (2) What are secondary teachers willing to do in order to better meet the needs of language minority students in the areas of language and curriculum adjustments, social inclusion of language minority students, and additional English-as-Second-Language training? The study concludes that given typical administrator and teacher ideologies and attitudes toward language minority students, which are guided by monolingualism and individualism, a formal language policy based on academic research is essential if the needs of language minority students are to be met. Training and education for both teachers and administrators is essential. A language plan should also address the responsibilities of teachers to make the necessary curriculum and language adjustments; this need is urgent given findings that many teachers feel they have not been trained to effectively instruct language minority students. This paper includes a list of data tables detailing the responses of administrators and teachers to various questions related to the primary research questions. (Contains 17 references.) (KFT)
Descriptors: Administrator Attitudes, Administrator Responsibility, Case Studies, Elementary Secondary Education, English (Second Language), Ideology, Language Minorities, Language Planning, Limited English Speaking, Politics of Education, Public Policy, Second Language Instruction, Second Language Learning, Teacher Administrator Relationship, Teacher Attitudes, Teacher Responsibility
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association for Applied Linguistics (21st, Stamford, CT, March 6-9, 1999).